LEARNING SKILLS
| STUDENT STRATEGY
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Executive Function
| Executive Function |
Time management/planning
| Maintain organized plan book and binders
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Organizing materials
| Prioritize assignments
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Completing work
| Keep track of time on task
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Following directions
| Color code
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| Sequencing | Participate in study groups/have a study buddy
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Predicting outcomes
| Check in regularly with teachers/attend office hours
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| | Take meds
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| Processing | Processing |
| Speed | Use graphic organizers
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| Auditory | Use two-column note taking method
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| Visual | Make connections to previous concepts/material
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Oral expression
| Summarize/paraphrase information
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Note taking
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| Memory | Memory |
| Auditory | Frequent rehearsal (oral and silent) of new information
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| Visual | Use mnemonics
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Short term
| Review notes regularly
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Long term
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Working memory
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Word retrieval
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| Reading | Reading |
| Decoding | Summarize key information
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| Rate | Active reading strategies (underlining, high-lighting,notes)
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| Comprehension | Sub-vocalize |
| Oral | Physical aids to help concentration (bookmark/finger)
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| | Use assistive technology, e.g., Kurzweil Reader
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| | Use books on tape
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| Writing | Writing |
| Spelling | Use writing process approach
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| Mechanics | Use graphic organizers/inspiration software
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Organization of ideas
| Use proof reading checklist
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| Elaboration | Use computer with spell/grammar check
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Getting started
| Read writing aloud
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Grapho-motor skills
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| Math | Math |
| Computation | Use formula sheet
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Number facts
| Use calculator
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Problem solving
| Use lined/graph paper
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Word problems
| Use manipulatives
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Calculator skills
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Multi-step problems
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| Attention | Attention |
Sustained attention
| Choose seating to minimize distractions
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| Distractibility | Use self-monitoring checklist
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| Impulsivity | Use sensory aids (e.g., gum) to help focus
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Low frustration tolerance
| Know own learning style
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| | Self-advocacy |
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| Other | Other |
Test anxiety
| Relaxation techniques
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